Non-traditional Health Science Education graduate students may not feel a sense of connectedness with their teachers in their online courses, leading to decreased engagement and persistence was the problem this qualitative descriptive study addressed. The purpose of this study was to describe Health Science Education graduate student perceptions of connectedness and teacher presence in the online classroom. This study utilized Dewey's (1938) Social Constructivist Theory and Knowles' (1992) theory of Andragogy to understand how presence and connectedness in the online classroom influenced overall student learning outcomes. Data were collected from 12 students who graduated from a Health Science Education program, using semi-structured interviews and a focus group to address the research questions: 1) How do students who have graduated from a Health Science Education program describe the sense of teacher presence in their online courses? and 2) How do students who have graduated from a Health Science Education program perceive connectedness in their online courses? Data from thematic-coding analysis of the first research question indicated that from the students' perspectives, the establishment of presence in the online classroom requires instructor awareness and the utilization of tools and skills to create an engaging classroom. The second research question indicated that students perceive a positive sense of connectedness in online courses to be an integral component of their success and influences the establishment of an engaged online learning community. Findings uncovered reveal how elements in the design and facilitation of online Health Science Education courses can influence student perceptions of engagement, teacher presence, and connectedness. Multiple factors governed students' experiences of connectedness, such as carefully planned group assignments which encouraged a feeling of engagement and perception of community. The results of this qualitative study identify implications for practice that may be beneficial to not only Health Science Education programs, but other programs in higher education. Through the application of the Social Constructivist Theory and theory of Andragogy, educators and course designers can support teacher presence, engagement, and connectedness and thereby improve student satisfaction, retention rates, and success. Further research is recommended across multiple programs and populations in exploring online student presence and connectedness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]